To work through this material in a self-paced workshop (hopefully with a partner or two), check out the Wiki Workshop which uses many of the resources mentioned below.
Standard Definition of a Wiki:
A wiki is a page or collection of Web pages designed to enable anyone who accesses it to contribute or modify content, using a simplified markup language. Wikis are often used to create collaborative websites and to power community websites. The collaborative encyclopedia Wikipedia is one of the best-known wikis.[2] Wikis are used in business to provide intranet and Knowledge Management systems. Ward Cunningham, the developer of the first wiki software, WikiWikiWeb, originally described it as "the simplest online database that could possibly work". Wikipedia
Available to anyone on the web immediately & often free for educators
Allow for various levels of editorial control
Ability to manage and safeguard student privacy and authorship
Anyone (or just members) can easily add to it or edit it
Increases individual accountability - each edit is logged
Creation, editing, etc. can be democratic
Great way to collaborate and share
Allows for distributed authorship
Multimodal - Can easily add text, audio, video and more
Can easily support Social Knowledge Building
Anytime/Anywhere - Students can work on pages at school or home (no lost pages). They can also work in groups that cross classes, buildings, or even wider.
Accountability and Assessment - Easy to tell who made which edits and when
Easy to track drafts of students writing using the history feature
Lends itself to non-linear and chunked informational writing
Technology needs to provide us with a low floor (an easy way to get started) and a high ceiling (lots of possibilities for taking things even further). There also needs to be wide walls, so that projects can be extended into other domains ... Mitch Resnick
Basic Inquiry Project - http://wallington.wikis.birmingham.k12.mi.us/The+American+Alligator
Traditional inquiry project where a student first posts their sources and questions. Then, over time they add their answers as they research them. Finally a final essay is written (state writing requirement). Great for school/home access. No more lost notes. Partners can both add to the same page.
http://solomon09.wikis.birmingham.k12.mi.us/Earth+Research+Journal+Sample (template)
Research JOURNALS - 3rd grade - driving questions stem from class brainstorm, triangulation of data, citing resources, loose (intro) note-taking, repurposing information in own words; includes posts of compare/contrast activity & Act It Out showing combined movement of sun, moon & earth
http://parkin09.wikis.birmingham.k12.mi.us/siberian+tiger
The initial mind map shows the pair of students understanding of the connections between their selected animal (siberian tiger) and other animals & resources in the food chain.
The Venn Diagram is a compare/contrast the pair of students created using only their research of their own animal and the research notes another pair did on THEIR animal.
The discussion tab is the vehicle kids used for offering feedback to one another before they launched into their compare/contrast maps. I asked the kids to consider the research notes of another group and ask questions, make suggestions, pick-up ideas, etc. It was interesting to see how many groups pushed for more information. They knew they would only be allowed to use the information posted by their partner groups to build their compare/contrast maps. They set the bar for one another higher than I had seen them set it before. The source they site at the bottom of their Venn is the other pair's research notes page. Interesting...& the discussion tabs cracked me up!
Table of Contents
Wikid Wide Walls
To work through this material in a self-paced workshop (hopefully with a partner or two), check out the Wiki Workshop which uses many of the resources mentioned below.
Standard Definition of a Wiki:
Affordances:
Potential Constraints:
Low Floor, Wide Walls, & High Ceilings :
Student Use:
One quick way to widen the walls is to bring in content from other programs like GarageBand or Audacity. (Student reflection on a project is always important!)
Taking background vocabulary to the next level through a multimodal glossary that students build with definitions, examples and images/audio/video/etc.
Adding multimodal elements and web access.
Just a second example, elementary writers workshop notebook.
Traditional inquiry project where a student first posts their sources and questions. Then, over time they add their answers as they research them. Finally a final essay is written (state writing requirement). Great for school/home access. No more lost notes. Partners can both add to the same page.
3rd and 4th grade portfolios show students' mastery of the tools and their mastery of the particular curriculum component.
Student groups can easily work together or add their content as they finish.
Teacher Classroom Use:
Teachers create curriculum in cross district teams, reflect on their work, and comment on others' plans.
Teacher uses a wiki page to post student assignments.
Sharing with parents what happens "in" school. Can also be a great way to teach retelling or summarizing.
Teacher Use:
Teachers using a wiki as a virtual component of a PLC.
Giving teachers a place to collaborate while processing new pedagogies, technologies, or content.
An easy tool to publish WebQuests, an amazing format for quality learning.
Tech tip videos, teacher to teacher tips, etc.
Collections from Others:
Professional Development Ideas
- http://pdpresentertoolkit.wikispaces.com/
---Other samples to add later:
Native American Research page w/ student work samples - includes teacher-created ppt for 'kick off', bank of resources compiled through delicious, wikitemplate & use of tags
Research JOURNALS - 3rd grade - driving questions stem from class brainstorm, triangulation of data, citing resources, loose (intro) note-taking, repurposing information in own words; includes posts of compare/contrast activity & Act It Out showing combined movement of sun, moon & earth
Regions Investigation - 4th grade - student created weather reports & podcasts - geography & history; identifying questions, small group collaboration, division of labor, cooperative learning
Ecosystems - 4th grade - building-wide collaborative project
Land & Water concept maps
Discussion Tab - Peer Feedback - Digital Writing
this is a student's essay - the parts that are most interesting are on the discussion tabs (peer revisions & feedback)
The initial mind map shows the pair of students understanding of the connections between their selected animal (siberian tiger) and other animals & resources in the food chain.
The Venn Diagram is a compare/contrast the pair of students created using only their research of their own animal and the research notes another pair did on THEIR animal.
The discussion tab is the vehicle kids used for offering feedback to one another before they launched into their compare/contrast maps. I asked the kids to consider the research notes of another group and ask questions, make suggestions, pick-up ideas, etc. It was interesting to see how many groups pushed for more information. They knew they would only be allowed to use the information posted by their partner groups to build their compare/contrast maps. They set the bar for one another higher than I had seen them set it before. The source they site at the bottom of their Venn is the other pair's research notes page. Interesting...& the discussion tabs cracked me up!